Subjects (N=41) were randomly assigned to one of two groups defined by the teacher's clarity in a genetics lesson: low-clarity versus high-clarity. Subjects rated lesson presentation and completed a test on content. The high-clarity group perceived lessons as significantly clearer and achieved more than the low-clarity group. (DS)

Studied the effectiveness of using checklist-structured observations as a self-improvement technique for modifying teachers' verbal behaviors in the classroom. Concluded that significant changes were found in analyzing pre- and post-treatment audiotape recordings of participating teachers' regular classes. (CC)

Investigates the influence of treatment and the interactions between treatments and selected pupil characteristic variables, with respect to pupil achievement and preference for treatment, and examines treatment-teacher interactions. Among the findings, this study suggests that students prefer to operate in less structured modes for the medium or…

Analyzes a study which examined the effects of teacher vagueness on comprehension of high school biology students (N=48) regarding the vascular system of angiosperms. Includes the finding that teacher vagueness terms significantly affect student achievement and student perception of lesson effectiveness. (CS)

Investigates the manner and the degree to which science teachers consider the nature of the subject matter in their decision making when they plan and deliver instructional tasks. Considerations for student development, curriculum guide objectives, and pressures of accountability dominated decision making. (Author/YP)

Investigates specific strategies and activities used by two chemistry teachers to enhance student understanding of chemistry at the 11th- and 12fth-grade levels. Discusses teacher characteristics, class activities, classroom management, and monitoring for understanding. (YP)

This study documented the teaching practices of 2 exemplary biology teachers of grades 11 and 12 by means of an interpretive research methodology. Teaching practices are identified that may be considered exemplary and worthy of attention and analysis by other science teachers and science teacher educators. (PR)